The given ordered pair satisfy the first as well as second equation thus option (A),(B) and (D) are correct.
What is the equation?There are many different ways to define an equation. The definition of an equation in algebra is a mathematical statement that demonstrates the equality of 2 mathematical expressions.
In another word, the equation must be constrained with some constraints.
As per the given system of equations,
2x + y = − 8
x − y = −4
Put (-4,0) in the above equations,
2(-4) + 0 = -8
-8 = -8 (Satisfied)
-4 - 0 = -4
-4 = -4 (Satisfied)
Since both are true thus both will be true.
Hence "Both the first and second equations are satisfied by the ordered pair that is presented.".
For more about the equation,
brainly.com/question/10413253
#SPJ1
The correct system of equations are followed as,
2x + y = − 8
x − y = −4
How many more 41+ year olds have a preference for Enterprise Content Management in comparison to 18-25 year olds (as a %)?
The solution is Option B.
The percentage increment in the preference for Enterprise Content Management is given by the equation A = 366 %
What is Percentage Error?The difference between an exact value and an approximation to it is the approximation error in a data value. Either an absolute error or a relative error might be used to describe this error.
Percentage error is the difference between the measured value and the true value , as a percentage of the true value
Percentage Error = [ ( | Measured Value - True Value | ) / True Value ]x 100
Given data ,
Let the percentage increment be represented as A
Now , the equation will be
The number of 41+ year olds having a preference for Enterprise Content Management = 3,215
The number of 18-25 year olds having a preference for Enterprise Content Management = 690
So , the difference in number of preference = 3,215 - 690
On simplifying the equation , we get
The difference in number of preference = 2,525
And , the percentage increase A = ( difference in number of preference / number of 18-25 year olds having a preference for Enterprise Content Management ) x 100
Substituting the values in the equation , we get
The percentage increase A = ( 2525/690 ) x 100
The percentage increase A = 3.659 x 100
The percentage increase A = 366 %
Therefore , the value of A is 366 %
Hence , the percentage increment is 366 %
To learn more about percentage error click :
https://brainly.com/question/28746643
#SPJ1
what is the summation of 5+5+6+7
Answer:
The summation of 5+5+6+7 is 23.
In AQRS, QS is extended through point S to point T,
m/QRS = (x+8)°, m/RST = (4x +11)°, and
m/SQR = (x+13)°. Find m/RST.
The measure of the ∠ RST if, In Δ QRS, QS is extended through point S to point T, a measure of the ∠ QRS = (x + 8)°, m ∠ RST = (4x + 11)°, and m ∠ SQR = (x + 13)°, is 31°.
What is triangle?One of the fundamental shapes in geometry is represented by the symbol Δ and consists of three connected vertices, known as a triangle.
Given:
In Δ QRS, QS is extended through point S to point T, a measure of the ∠ QRS = (x + 8)°, m ∠ RST = (4x + 11)°, and m ∠ SQR = (x + 13)°,
Calculate the value of x as shown below,
∠ RST = ∠ SQR + ∠ QRS (Using exterior angle theorem)
4x + 11 = x + 13 + x + 8
4x - x - x = 13 + 8 - 11
2x = 10
x = 5
Calculate the measure of ∠ RST as shown below,
∠ RST = 4 × 5 + 11
∠ RST = 20 + 11
∠ RST = 31°
To know more about Triangles:
https://brainly.com/question/16886469
#SPJ1
a ABCD is a parallelogram and [DB] is one of its diagonals.
Use properties of parallel lines to show that Δs ABD and CDB are congruent.
b What are the consequences of this congruence?
The consequences of this congruence are AB is parallel to CD( property of parallelogram)
∠ABD is congruent to ∠CDB( Angles opposite of equal sides are congruent)
What is a parallelogram?That quadrilateral in which opposite sides are parallel is called a parallelogram.
Thus, a parallelogram is always a quadrilateral but a quadrilateral can or cannot be a parallelogram.
We are given that ABCD is a parallelogram and [DB] is one of its diagonals.
In Δs ABD and CDB
The Lines AB and CD are parallel
Therefore Angle B and Angle D are equal ; both angles are equal as they are alternate interior angles.
So An angle is always congruent to itself (Reflexive property of congruence)
Hence, the proved that Δs ABD and CDB are congruent.
Learn more about parallelogram;
https://brainly.com/question/28854514
#SPJ1
In construction, floor space must be planned for stair cases. If the vertical distance between the first and second floors it's 3.6 m and a contractor is using the standard step pattern of 28 cm wide for 18 cm high and how many steps are needed to get the first to the second floor and how much linear distance will be needed for the staircase? What is the length of the railing that would be attached to these stairs?
To find the linear distance needed for the staircase, you can multiply the number of steps by the width of each step. The length of the railing that would be attached to these stairs would be 7.6m.
What is a linear distance?3.6 m / (18 cm / 100 cm/m) = 20 steps
20 steps * 28 cm/step = 560 cm = 5.6 m
5.6 m + 2 m = 7.6 m.
The distance between the two specified sites or objects is the linear measurement. Therefore, we may define length as "the total distance measured between an object's outermost left and right ends in the aforementioned system of units." utilizing tape to gauge a banana's length. The length is around 5 inches. Children can measure nearby things such as a pencil, a shoe, a remote control, a toy vehicle, and a spoon using tools like a ruler and tape.
The example that follows shows how to measure the length of a screwdriver by placing a ruler against it. Place the item and ruler such that the ruler's tip is at "0" to get the length. To determine the object's overall length, make a mark with a number at the end.
Learn more about linear distance, here:
https://brainly.com/question/24352076
#SPJ12
Molly spent 40% of her savings to pay for a bicycle that cost her $85.
a. How much money was in her savings to begin with?
b. How much money does she have left in her savings after buying
the bicycle?
a. She had in her savings to begin with $212.5
b. She has $127.5 left in her savings after buying the bicycle.
Answer:
a) Molly had $212.50 in her account to begin with.
b) She has $127.50 in her account after buying the bicycle.
Step-by-step explanation:
40% of what number is 85.
.4x = 85 Divide both sides by .4
x = 212.50
212.50 - 85 = 127.50
Another way to look at it is if she spent 40%, she still have 60% left in her account.
.6 x 212.50 = 127.50
find the coordinates of the midpoint of MN with endpoints M = (2, 3) and N = (2, 9)
Answer:
[tex](2, 6)[/tex]
Step-by-step explanation:
Midpoint Formula:The midpoint can be thought of as drawing a line between two points and then going half-way along that line, wherever that point is, is the midpoint. The vertical and distance will be cut in half.
I attached a diagram which I will be referring to in this explanation.
The main takeaway, is we have a formula, or at least somewhat of a formula:
[tex]\text{midpoint} = (x_1 + \frac{\text{horizontal distance}}{2}, y_1 + \frac{\text{vertical distance}}{2})[/tex]
But if you look at the graph, you'll notice, the vertical and horizontal distance are simply the difference in x and y values.
[tex]\text{horizontal distance} = x_2 - x_1\\\text{vertical distance} = y_2 - y_1[/tex]
This means we can substitute something into the equation.
[tex]\text{midpoint} = (x_1 + \frac{x_2-x_1}{2}, y_1 + \frac{y_2-y_1}{2})[/tex]
Now we could directly use this equation, but we can also simplify a bit, which we can do by rewriting the following: [tex]x_1\to \frac{2x_1}{2}, y_1 \to \frac{2y_1}{2}[/tex]
[tex]\text{midpoint} = (\frac{2x_1+x_2-x_1}{2},\frac{2y_1+y_2-y_1}{2})[/tex]
combining like values, you get:
[tex]\text{midpoint}=(\frac{x_1+x_2}{2}, \frac{y_1+y_2}{2}})[/tex]
And now we have a convenient formula we can use for this problem, which is the midpoint formula.
Applying the Midpoint Formula:Now all that's left to do, is plug in x and y values, and since we're adding values, the order does not matter.
[tex]\text{midpoint} = (\frac{2+2}{2},\frac{3+9}{2})\to (2, 6)[/tex]
so the answer is: [tex](2, 6)[/tex]
The Area of a rectangle is 5/6 decimal 96 m if the length and 16 m what is the width
The width of the rectangle if The Area of the rectangle is 5/6 decimal 96 m, and the length is 16 m, is 1 / 2 decimal 6 m.
What is a rectangle?An enclosed 2-D shape called a rectangle has four sides, four corners, and four right angles (90°). A rectangle has equal and parallel, opposite sides. Since a rectangle is a two-dimensional form, it has two dimensions: length and width. The rectangle's longer side is its length, while its shorter side is its breadth.
Given;
The Area of a rectangle is 5/6 decimal 96 m,
the length and 16 m,
Area = 5 / 6 + 96
Area = 0.83 + 96
Area = 96.83
Area = 16 × width
96.83 = 16 × width
width = 96.83 / 16
width = 6.05
Thus, the width of the rectangle is 6.05 m or 6 and 1 / 2 m.
To know more about Rectangle:
https://brainly.com/question/15238546
#SPJ1
A car is traveling at a speed of 60 miles per hour. How far will the car travel
in 3 hours? (multiply x)
The car will cover a distance of 180 miles in three hours.
We know that,
s = d/ t
or d = s* t
Where, s = speed
d = distance
t = time
According to the question,
speed of the car (s) = 60 miles/ hour
Time taken (t) = 3 hours
Distance travelled (d) = s * t
= 60miles/ hour * 3 hours
= 180 miles
Hence, the distance traveled by car in 3 hours is 180 miles.
Learn about Speed and Distance:
brainly.com/question/12759408
plssss help (correct answers only and explaintion)
Answer:
The y intercept of the line is 2
Step-by-step explanation:
y intercept means where the line crosses the y axis which is at the value 2
Which equation is equivalent to /x2+81=x+10
Answer:
Step-by-step explanation:
x² + 81= x² + 20x + 100 · Polynomial.
The equation is x^2-x+71=0
could someone help me please im stuck. thank you very much
A compound inequality for the given statement "a number is less than 24 or greater than 35" include the following:
x < 24.
x > 35.
What are the rules for writing an inequality?In Mathematics, there are four major rules that are used for writing and interpreting an inequality or compound inequality that are plotted on a graph and these include the following:
The circle on a number line should be shaded when the inequality symbol is (≥ or ≤).The circle on a number line should not be shaded (open) when the inequality symbol is (> or <).When the arrow points to the left on a number line, the inequality is either (≤ or <).When the arrow points to the right on a number line, the inequality is either (≥ or >).Assuming the unknown number is represented by the variable x, the required compound inequality would be written as follows;
Number less than 24 ⇒ x < 24.
Number greater than 35 ⇒ x > 35.
Read more on inequality here: brainly.com/question/27976143
#SPJ1
1/2 of a quart equals how many gallons
Let Y1, Y2,...Yn denote a random sample size n from a population with a uniform distribution on the interval (0,θ). Consider Y(1)=min(Y1, Y2,...Yn), the smallest order statistic. First derive E(Y(1)). Find a multiple of Y(1) that is an unbiased estimator for θ.
Answer:
Step-by-step explanation:
line h passes through point (3,3) and this is perpendicular to the graph of y=3/2x-4 line j is parallel to line h and passes through point (-6,-3) what is the equation in slope intercept form of line j?
The equation of line j in the form of slope intercept is " y = -2/3x - 24".
What is the Slope of the line?The definition of a line's slope commonly referred to as its gradient is the degree of steepness or the direction of a line in a coordinate plane. Given the equation of a line or the coordinates of points along the line, there are various ways to determine slope.
Given, line h passes through the point (3,3) and this is perpendicular to the graph of a y=3/2x-4 line
the slope of the line which is perpendicular to another line = -1/m
thus the equation of the line h is y = -2/3x + c
Since this line goes through Coordinate (3,3) this will satisfy the equation
Substituting the values in the equation, c = 15
thus the equation of line h is y = -2/3x +15
also given, line j is parallel to line h and passes through the point (-6,-3)
the slope of the line which is parallel to another line = m
thus the equation of the line j is y = -2/3x + c
Since this line goes through Coordinate (-6,-3) this will satisfy the equation
Substituting the values in the equation, c = -24
thus the equation of line h is y = -2/3x -24
Therefore, "Y = -2/3x - 44" is the slope-intercept version of the equation for line j.
Learn more about the slope of the line here:
https://brainly.com/question/16180119
#SPJ1
1. In the square pyramid below, line segment AB is parallel to line segment
The line segment AB in the square pyramid is parallel to the base side
What is a Square PyramidA square pyramid is a three-dimensional shape with a square base and four triangular faces that meet at an apex. It is a type of polyhedron with five faces, a square base, and four triangular faces that meet at the top.
In this problem, the line segment AB is only parallel to the base side.
The base side of a square pyramid is the length of one side of the square base of the pyramid in which they are all equal to one another.
Learn more on square pyramid here;
https://brainly.com/question/22744289
#SPJ1
C-14 = 33 what is c
Answer:
[tex]c=47[/tex]
Step-by-step explanation:
[tex]c-14=33[/tex]
Step 1: Add 14 to both sides.
[tex]c-14+14=33+14[/tex]
[tex]c=47[/tex]
A rectangular box has dimensions 3' x 5' x 3' increasing each dimension of the box by the same amount use a new box with volume six times the old use the calculator to find out how much each dimension of the original box was increased to create a new box
Each dimension increased by 2.86 ft.
Given that A rectangular box has dimensions 5 ft by 3 ft by 3 ft
What is the volume of the rectangular box?The volume of the rectangular box = l × w × h , where l , w , h are its dimensions
∵ l = 5 ft , w = 3 ft , h = 3 ft
∴ Its volume = 5 × 3 × 3 = 45 ft³
Since Each dimension of the box is increasing by the same amount to yield a new box
Let each dimension will increase by x ft
∴ The new dimensions are l = (5 + x) , w = (3 + x) , h = (3 + x)
The volume of the new box is six times the old
The volume of the old box is 45 ft³
∴ The volume of the new box = 6 × 45 = 270 ft³
∵ The volume of new box = (5 + x)(3 + x)(3 + x)
∴ (5 + x)(3 + x)(3 + x) = 270
x³+11x²+39x+45=270
Subtract 270 from both sides.
x³+11x²+39x+45−270=270−270
x³+11x²+39x−225=0
Use cubic formula.
x=2.860717
Learn more about rectangles here;
https://brainly.com/question/15019502
#SPJ1
What is the value of x? Round to the nearest hundredth.
The value of x using trigonometric functions will be 5.66.
What are trigonometric functions?
Trigonometric functions are also known as Circular Functions can be simply defined as the functions of an angle of a triangle. It means that the relationship between the angles and sides of a triangle are given by these trigonometric functions. The basic trigonometric functions are sine, cosine, tangent, cotangent, secant and cosecant.
The angles of sine, cosine, and tangent are the primary classification of functions of trigonometry. And the three functions which are cotangent, secant and cosecant can be derived from the primary functions
Now,
In given triangle, 3rd angle will be 54 degree.
(Sum of all angle in triangle=180degree)
Therefore
sin 54=P/H (P=Perpendicular, H=Hypotenuse)
0.809=x/7
x=7*0.809
x=5.66
To know more about trigonometric functions visit the link
https://brainly.com/question/6904750?referrer=searchResults
#SPJ1
what's the answer to this?
Answer:
1/2
Step-by-step explanation:
If you look at the numbers , you will see y = 1/2x Answer: 1/2
Answer:
1/2
Step-by-step explanation:
y2-y1 3-2
------- ------
x2-x1 6-4 =1/2
100 POINT QUESTION
Solve using substitution.
6x − 5y = 10
x − 3y = –20
( _,_ ) (It has to be an ordered pair
Answer:
To solve this system of equations using substitution, we first need to solve one of the equations for one of the variables in terms of the other.
Let's solve the first equation for x:
6x - 5y = 10
x = (10 + 5y)/6
Now let's substitute this expression for x into the second equation:
x - 3y = -20
(10 + 5y)/6 - 3y = -20
10/6 + 5y/6 - 3y = -20
(10/6 - 3y) + (5y/6) = -20
(10 - 3y)/6 + 5y/6 = -20
10/6 - 3y/6 + 5y/6 = -20
(-3y + 5y)/6 = -20
2y/6 = -20
y = -10
Now that we have found the value of y, we can substitute it back into one of the original equations to find the value of x. Let's use the first equation:
6x - 5y = 10
6x - 5(-10) = 10
6x + 50 = 10
6x = -40
x = -40/6
x = -40/6
x = -6.666666666666667
So the solution to the system of equations is (x, y) = (-6.666666666666667, -10).
4. Two student groups are working on the school yearbook. They printed two batches of pages on a printer in the computer lab. The table below shows the number of pages printed by each group and the time needed to print the pages. Time in Seconds (x) 30 20 Number of Pages (y) 150 130 Write ratios for the two print jobs in the form . Do the data represent a proportional relationship? Explain.
Answer:
The ratio for the first print job is 150/30 = 5 pages per second.
The ratio for the second print job is 130/20 = 6.5 pages per second.
Since the ratios are different, the data do not represent a proportional relationship. In a proportional relationship, the ratio between two variables remains constant.
Step-by-step explanation:
URGENT!! ILL GIVE
BRAINLIEST!!!! AND 100
POINTS!!!
Answer:
Step-by-step explanation:
around 24 meters
Solve both for brainliest and 20 pts!
Answer:
1. c.) x + x + 22. d.) 3x + 3 = 96; (31, 32, 33)Step-by-step explanation:
if it help pls like or CommentsAnswer: C and D respectively
Step-by-step explanation:
To find the sum "n" consecutive even/odd integers you need to do x + (x+2) + (x + 4) ... for n times. You can just add them and solve.
To find the sum of "n" consecutive integers you need to do x + (x + 1) + (x + 2) ... for n times. In this problem we do x + (x + 1) + (x + 2) = 96; 3x +3 = 96; x = 31. Then we can find the other numbers by plugging in 31 for x. 31, 32, 33.
Natalie took a math quiz last week.There were 65 problems on the quiz and Natalie answers 20% of them correctly. How many problems did Natalie get correct ?
Answer:
13 problems
Step-by-step explanation:
20% is 1 part of 5; 1/5
1/5 times 65 is the same as 65 ÷ 5
65÷5=13
Functions f(4) determine what f(x)=40
By using the table for the function f(x), we will see that:
f(4) = 74
f(6) = 40
How to find the values?Here we have a table for the function f(x), first we want to find f(4).
So we need to find x = 4 on the table (the first row of the table) and the value right below will be the value of f(4), there we can see that the value is:
f(4) = 74
Now we want to find:
f(x) = 40
So we want to find the value of x such that when we evaluate f(x) on it, it is equal to 40.
So we need to find 40 on the second row, and the value that is above it will be the value of x.
We can see that for x = 6:
f(6) = 40
Then here the answer is x = 6.
Learn more about functions:
https://brainly.com/question/2328150
#SPJ1
PLS HURRY I AM GIVING BRAINLIEST!!!
the question is in the photo!!
Answer:
Part A: From the table, it is clear that as the number of workers increases, the number of units produced also increases. This indicates a positive correlation between the number of workers and the number of units produced. As the number of workers increases by 10, the number of units produced also increases by 50. This pattern is consistent throughout the data, which supports the conclusion that there is a positive correlation between the number of workers and the number of units produced.
Part B: A function that best fits the data is y = 5x + 2, where y is the number of units produced and x is the number of workers. This function can be determined by using the slope-intercept form of a linear equation (y = mx + b) and substituting the values for the slope and y-intercept from the data. The slope (m) of the function is 5 and the y-intercept (b) is 2.
Part C: The slope of the plot (5) represents the rate of change in the number of units produced for every 1 unit change in the number of workers. In this case, for every 1 additional worker, the number of units produced increases by 5. The y-intercept (2) represents the point at which the line intercepts the y-axis when x = 0. In this case, when there are no workers, 2 units are produced.
melissa needs an overall grade of at least 85 in Algebra 1 to continue to Geometry next year. Her first trimester grade was a 72 and her second trimester was a 93. Write an inequality that can be used to find out what grade Melissa needs in the third trimester.
The inequality that can be used to find out what grade Melissa needs in the third trimester is x ≥ 90. She needs at least 90.
How to calculate the inequality?Inequalities are simply created through the connection of two expressions. In this case, it should be noted that the expressions in an inequality are not always equal. Inequalities implies that the expressions are not equal. Here, they are denoted by the symbols ≥ < > ≤.
Let the grade be represented by x. This will be:
= (72 + 93 + x) / 3 ≥ 85
165 + x / 3 ≥ 85
165 + x ≥ 255
Collect the like terms
x ≥ 255 - 165
x ≥ 90
Learn more about inequalities on:
brainly.com/question/24372553
#SPJ1
The graphs of f and g are given. Use them to evaluate each limit, if it exists. (If an answer does not exist, enter DNE.)
The limits of the functions (a) 1, (b) does not exist (c) 2, (d) does not exist, (e) -4 and (f) 3.
What is Limits?Limit of a function is defined as a value that the function tends to the output for the given input values.
(a) [tex]\lim_{x \to 2} [f(x)+g(x)][/tex] = [tex]\lim_{x \to 2} f(x)[/tex] + [tex]\lim_{x \to 2} g(x)[/tex]
[tex]\lim_{x \to 2} f(x)[/tex] is the value of y when x is approaching 2 from left and right.
[tex]\lim_{x \to 2} f(x)[/tex] = -1
Similarly, [tex]\lim_{x \to 2} g(x)[/tex] = 2
[tex]\lim_{x \to 2} [f(x)+g(x)][/tex] = -1 + 2 = 1
(b) [tex]\lim_{x \to 0} [f(x)-g(x)][/tex] = [tex]\lim_{x \to 0} f(x)[/tex] - [tex]\lim_{x \to 0} g(x)[/tex]
[tex]\lim_{x \to 0} f(x)[/tex] = 2
But [tex]\lim_{x \to 0} g(x)[/tex] does not exist as the function g(x) has different limits 3 and 1 from left and right respectively as x approaches 0.
So [tex]\lim_{x \to 0} [f(x)-g(x)][/tex] does not exist.
(c) [tex]\lim_{x \to -1} [f(x)g(x)][/tex] = [tex]\lim_{x \to -1} f(x)[/tex] × [tex]\lim_{x \to -1} g(x)[/tex]
[tex]\lim_{x \to -1} f(x)[/tex] = 1
[tex]\lim_{x \to -1} g(x)[/tex] = 2
[tex]\lim_{x \to -1} [f(x)g(x)][/tex] = 1 × 2 = 2
(d) [tex]\lim_{x \to 3} [f(x)/g(x)][/tex] = [tex]\lim_{x \to 3} f(x)[/tex] / [tex]\lim_{x \to 3} g(x)[/tex]
[tex]\lim_{x \to 3} f(x)[/tex] = 1
[tex]\lim_{x \to 3} g(x)[/tex] = 0
[tex]\lim_{x \to 3} [f(x)/g(x)][/tex] = 1 / 0, not defined. So does not exist.
(e) [tex]\lim_{x \to 2}[x^{2} f(x)][/tex] = [tex]x^{2} \lim_{x \to 2} f(x)[/tex]
[tex]\lim_{x \to 2} f(x)[/tex] = -1
[tex]\lim_{x \to 2}[x^{2} f(x)][/tex] = (2)² × -1 = -4
(f) f(-1) = 1
[tex]\lim_{x \to -1} g(x)[/tex] = 2
f(-1) + [tex]\lim_{x \to -1} g(x)[/tex] = 1 + 2 = 3
Hence the values of the limits are given.
Learn more about Limits here :
https://brainly.com/question/12211820
#SPJ1
PLEASE HELP ASAP
A. Describe the difference between the remainder theorem and the factor theorem
B. Using long division or synthetic division divide a polynomial function above the binomial (x-3)
C. Interpret what the solution means and how you know
D. Identify all X intercepts of the Polynomial function
A. The remainder theorem states that the value of f(a) is equal to the remainder for any polynomial f(x) when divided by the binomial x-a. The factor theorem states that (x-a) is a factor of f(x) and vice versa if a is a zero of a polynomial f(x).
B. Using long division method the quotient is x^2+2x-35.
C. The polynomial x^2+2x-35 has degree 2.
D. The x-intercepts of x^3-x^2-41x+105 are (-7,0), (3,0), and (5,0).
What are polynomials?
The word "polynomial" is derived from the Greek words "poly" and "nominal," which combined translate to "many phrases." There is no limit to the number of terms that can exist in a polynomial.
A. According to the Remainder Theorem, long polynomial division yields some polynomial q(x) when the polynomial p(x) is divided by some linear factor x-a. It can be stated as follows-
p(x)/x-a=q(x)+r(x)
A polynomial can be factored and its roots can be discovered using the factor theorem. The polynomial remainder theorem is a special instance of this one.
The factor theorem states that if f(x) is a polynomial of degree n>=1 and f(a)=0, then (x-a) is a factor of f(x). If f(x) is a polynomial and f(a)=0, where an is the root, then (x-a) is a factor of f(x).
B. Using the long division method the quotient obtained after dividing x^3-x^2-41x+105 by x-3 is x^2+2x-35.
C. The solution obtained is also a polynomial of degree 2. This is known as the highest or greatest power of a variable in a polynomial equation is referred to as the degree of the polynomial. The degree denotes the polynomial's highest exponential power.
D. The x-intercept(s), if they exist, are of the form (a,0) where x=a is a real solution to f(x)=0.
Plot the graph for the polynomial - x^3-x^2-41x+105.
Therefore, x-intercepts are found to be (-7,0), (3,0), and (5,0).
To learn more about polynomial from the given link
https://brainly.com/question/15702527
#SPJ1
